In response to problems with the cyclical model of program review and reduced state and county funding, Burlington County College (BCC), in New Jersey, implemented a comprehensive analysis process to holistically assess program performance and resource allocation. First, program review goals were established and the major programs/services at BCC and their functions were identified. Next, four task forces comprised of students, faculty, support staff, community members, and administrators were established to focus on academic programs, student services, community/business services, and institutional support, respectively. Once the task forces were formed, chairs agreed on guidelines for prioritizing services with respect to the allocation of limited resources. The task force on academic programs met twice a week to review enrollment trends, costs, semester hour patterns, the number of full-time faculty, adjunct rates, and support services and in its final report recommended the expansion, reduction, or elimination of academic programs, and other task forces followed similar procedures. Strengths of the holistic review process were that it integrated different task force recommendations, and thus the points of view of various constituents, so that decisions were made after the overall needs of BCC were reviewed. While the program functioned very well, some areas for improvement were identified--such as the need to place a greater emphasis on specific outcomes, create a narrower focus for the task forces, and develop a core of common measures across task forces. Task force guidelines and objectives are included. (ECC)